Key Stage 1 Assessment
Arrangements
2014
Guidance to Bexley Schools
For Year 1, 2 and 3 Teachers
TABLE OF CONTENTS
Page
Purpose of this booklet
3
Target Audience
3
Contacts
3
Phonics screening – Year 1 and Year 2 (re-take)
4
End of Key Stage 1 Assessment 2014
5
Relevant publications and websites
7
Key Stage 1 Assessment timetable
8
Guidance on the assessment of Writing
10
Access Arrangements
11
Key Stage 1 Moderation 2014
11
Moderation visits
12
Moderation Sample Size
13
Security of KS1 test materials
13
Moderation of Writing 2014
14
Agreement, Appeals and Quality Assurance
16
Data Collection
16
Evidence to bring to the Moderation
17
Checks for KS1 Writing Moderation
18
Assessing Pupil Progress Grids
19
Maths: flow chart for completing assessment guidelines
20
Tracking Objectives Year R and Year 1
21
Tracking Objectives Year 2 and Year 3
23
Maths APP Grids
24
Reading: flow chart for completing assessment guidelines
32
Reading APP Grids
33
Writing: flow chart for completing assessment guidelines
35
Writing APP Grids
36
Appendix A: Forms for use at Writing Moderation
38
Appendix B: Disapplication
39
Appendix C: Mark Scheme for Key Stage One Writing Task 2007 and 2009
40
Appendix D: End of Key Stage 1 Assessment Courses 2013/14
Appendix E: Appeals Key Stage 1 Moderation Appeals Procedure - Bexley LA 2014
43
44
2
PURPOSE OF THIS BOOKLET
This booklet contains information and guidance on assessment for the end of Key Stage 1 in 2014.
It does not replace the STA’s Assessment and Reporting Arrangements 2014 but concentrates on
issues specific to the process in Bexley schools.
This booklet replaces any previous guidance published in Bexley to take account of the changes to the
assessment arrangements for 2014.
Readers of this document should be familiar with, and have access to the STA’s Assessment and
Reporting Arrangements 2014 (ARA) published by STA. Maintained and Independent schools with
EYFS and KS1 children will receive one copy of the 2014 EYFS and KS1 ARA in October 2013. Additional
printed copies are not available, although can be accessed online at
http://media.education.gov.uk/assets/files/pdf/k/2014_ks1_accessandreportingarrangementsara_26_sept.p
df
Target Audience
The booklet is relevant to all involved in end of Key Stage 1 Assessment:
•
Headteachers
•
Key Stage 1 Leaders
•
Assessment Co-ordinators
•
Year 1 Teachers
•
Year 2 Teachers
•
Year 3 Teachers
•
Teaching Assistants (for information)
•
Administrative staff involved with inputting and submitting data
The booklet or relevant sections from it may be photocopied for distribution as required within schools.
Key Contacts
Jo Lakey – Head of School Improvement
jo.lakey@bexley.gov.uk
0203 045 4248
Sue Dean – School Improvement Officer
sue.dean@bexley.gov.uk
0203 045 4241
Angela Elshafei – Policy and Performance
Officer
angela.elshafei@bexley.gov.uk
0203 045 4206
Jason Tobias – Schools Information Systems
Officer
jason.tobias@bexley.gov.uk
0203 045 4499
3
PHONICS SCREENING CHECK Year 1 (Year 2 re-takes) 2014
•
The phonics screening check is designed to confirm whether children have learnt phonic decoding to
an appropriate standard. It will identify children who need extra help to improve their decoding skills.
•
The check consists of one list of 40 words, comprising 20 real words and 20 pseudo-words.
•
Schools will be sent the materials needed for the screening check in the summer term during the
period 2nd – 13th June 2014. They do not need to place any orders for these materials.
•
The threshold mark for the phonics screening check will not be included with the check materials.
Instead, the threshold mark will be available on the DFE’s website at www.education.gov.uk/ks1 on
Monday 30 June.
•
Further details on the phonics screening check can be found at section 4 (pp 14-17) of the KS1
Assessment and Reporting Arrangements (ARA), which is available to download at
http://media.education.gov.uk/assets/files/pdf/k/2014_ks1_accessandreportingarrangementsara_26_
sept.pdf
•
All children in year 1 in the school year 2013 to 2014 must take the phonics screening check. This
includes children registered at maintained nursery schools who will reach the age of 6 before the end
of the school year.
•
Children in year 2 must also take the check if they did not meet the required standard in year 1 (2013)
or have not taken it before. Any child in year 2 who was not assessed in 2013 and is now working at
the level of the check must take the check in 2014. However, it is possible to withdraw children from
the phonics screening check if the head teacher feels it is appropriate to do so (section 4.1.2 of the
ARA)
•
Children who have not reached the standard at the end of Year 1 in 2014 should receive support from
their school to ensure they can improve their phonic decoding skills. They must be given the
opportunity to retake the screening check at the same time as Y1 pupils in 2015.
•
Maintained schools and academies must report pupil-level phonics screening check and re-take
results to Bexley’s Policy and Performance team. Headteachers must report each child’s phonic
check score to their parents by the end of the summer term. Headteachers should also report
whether or not a child has met the standard.
•
School-level results will not be published in performance tables. Schools will have access to their
school-level results via the RAISEonline and Ofsted will have access to school-level results via
RAISEonline for use in inspections.
•
Bexley will carry out monitoring visits to 10% of schools in the borough. Academies must decide
whether they wish to be included in their geographical local authority’s monitoring and moderation
visit arrangements or part of the moderation arrangements of another local authority. STA will contact
academies with more information about this process in the autumn term.
4
END OF KEY STAGE 1 ASSESSMENT 2014
Schools must report the following information for all children: (see p.23 of the KS1 ARA)
•
A teacher assessment level in reading, writing and speaking and listening;
•
A separate teacher assessment level for each science attainment target;
•
A separate teacher assessment level for each mathematics attainment target; and
•
An overall teacher assessment level in mathematics and science
The following teacher assessment codes should be used:
Description
Teacher assessment code
For assessing reading, writing and mathematics. If the school believes
the child is working above level 4, the school should submit level 4
1, 2C, 2B, 2A, 3, 4
For assessing speaking and listening, and each science attainment
target. If the school believes the child is working above level 4, the
school should submit level 4
1, 2, 3, 4
A secure level cannot be recorded because of long periods of
absence or insufficient information (due to late arrival)
A
Disapplied – used where a child has been disapplied from the national
curriculum, including statutory assessment requirements
D
Working towards level 1 without SEN
W, NOTSEN
Working towards level 1 with SEN
W + P Scale
•
(U – science subject only)
The Mathematics level will be calculated in the usual way by assigning different weightings to each
attainment target:



(M AT1) Using and Applying Mathematics
(M AT2) Number and Algebra
(M AT3) Shape, Space and Measures
weighting = 1
weighting = 3
weighting = 1
The Science level will be calculated in the usual way by assigning different weightings to each
attainment target:




(Sc AT1) Scientific Enquiry
(Sc AT2) Living Processes and Living Things
(Sc AT3) Materials and their Properties
(Sc AT4) Physical Processes
weighting = 3
weighting = 1
weighting = 1
weighting = 1
•
In Reading, Writing and Mathematics, the level for each child will be determined by reference to test
and/or task results together with the work of that child in this area throughout the year.
•
Teachers will be required to administer sufficient national curriculum tasks and tests to help them
arrive at a secure judgement in each curriculum area being reported.
•
If teacher assessment and the task or test results differ, the teacher assessment results should be
reported, provided the judgment is based on an appropriate range of evidence from work completed
in class.
•
Schools are not obliged to report task or test results separately. However, parents must be allowed to
access their child’s results on request. (p.18 of the KS1 ARA)
•
Guidance on completion of Teacher Assessment will be included in the KS1 National Curriculum
5
assessment training sessions detailed later in this guidance.
The table
below
shows
which
The
table
tests and/
below
or tasks
shows
teachers
which
will beand/
tests
Reading
Writing (including spelling)
required
or
tasks to
administer
teachers
in 2014.
will
be
Writing (including spelling)
required to Reading
administer
Children
in
2014.
judged to
be
working:
Children
Towards
judged to
level 1 (*)
be
working:
Towards
level 1 (*)
At level 1
At level 1
At level 2
At level 2
At level 3
At level 3
Optional use of reading task.
Optional use of writing task.
Optional use of reading task.
Use the level 1 reading task.
Use
task.
Use the
the level
level 1
2 reading
task or the
level
2 test. Teachers may decide
that different children will benefit
from different approaches. For
Use the level 2 task or the level
example, the task might be
2 test. Teachers may decide
more appropriate than the test
that different children will benefit
for children working at the lower
from different approaches. For
end of level 2.
example, the task might be
more appropriate than the test
for children working at the lower
end of level 2.
Use the two writing tasks (longer and
shorter) from 2007 with the 2007
Optional
use or
of writing
spelling test,
the twotask.
writing tasks
from 2009 with the 2009 spelling test.
Use the two writing tasks (longer and
The spelling test must be from the
shorter) from 2007 with the 2007
same year as the writing tasks.
spelling test, or the two writing tasks
from
2009
with
the 2009
Use the
two
writing
tasksspelling
(longer test.
and
The
spelling
must
from
the
shorter)
fromtest
2007
withbe
the
2007
same
year
asorthe
tasks.tasks
spelling
test,
thewriting
two writing
from 2009 with the 2009 spelling test.
Use the two writing tasks (longer and
The spelling test must be from the
shorter) from 2007 with the 2007
same year as the writing tasks.
spelling test, or the two writing tasks
from 2009 with the 2009 spelling test.
The spelling test must be from the
same year as the writing tasks.
Use the two writing tasks (longer and
shorter) from 2007 with the 2007
Use the level 3 test. No need to
spelling test, or the two writing tasks
use the level 2 task or test if
from 2009 with the 2009 spelling test.
Use the two writing tasks (longer and
level 3 not achieved.
The spelling test must be from the
shorter) from 2007 with the 2007
same year as the writing tasks.
Use the level 3 test. No need to
spelling test, or the two writing tasks
use the level 2 task or test if
from 2009 with the 2009 spelling test.
(*) Assessing
children working towards
level 1 test must be from the
level
3 not achieved.
The spelling
same year as the writing tasks.
Timetable for use
Eligible material
Mathematics
Mathematics
Optional use of
Mathematics task.
Optional use of
Use the level task.
1 task
Mathematics
(from a bank of previous
tasks.)
Use the level 1 task
(from a bank of previous
tasks.)
Use the level 2 test.
Use the level 2 test.
Use the level 3 test. No
need to use the level 2
test if level 3 not
achieved.
Use the level 3 test. No
need to use the level 2
test if level 3 not
achieved.
Timetable for delivery by STA
(*) Assessing children working towards level 1
2007 andEligible
2009 reading
and writing
material
tasks.
2007 and 2009 reading, spelling and
2007 and
2009 reading
and writing
mathematics
tests.
tasks.
Any previous mathematics task.
2007 and 2009 reading, spelling and
mathematics tests.
Any previous mathematics task.
Timetable for use
Teachers can use the tasks and
tests to inform their assessment
judgements at any time during the
year.
Teachers can use the tasks and
tests to inform their assessment
judgements at any time during the
year.
FEBRUARY : English and
mathematics
and tests:
sent to
Timetable tasks
for delivery
by STA
schools Modified test papers: sent to
schools
FEBRUARY : English and
Mathematicstasks
task:and
there
is nosent
newto
mathematics
tests:
mathematics
task.test
A copy
of thesent
2001
schools
Modified
papers:
to
tasks can be ordered,
schoolsbut any previous
mathematics task can be used
Mathematics task: there is no new
mathematics task. A copy of the 2001
tasks can be ordered, but any previous
mathematics task can be used
Key Stage 1 Assessment Timetable – www.education.gov.uk/ks1
Term
Autumn 1
•
Proposed Action
Key Stage 1 Assessment Timetable – www.education.gov.uk/ks1
6
Key Stage 1 Assessment and Reporting arrangements available to download from
http://media.education.gov.uk/assets/files/pdf/k/2014_ks1_accessandreportingarrangementsara_26_
Children working towards Level 1 should be assessed on their work completed in class throughout the
year. It is optional to use the tasks with these children. Schools do not have to notify anyone if these
children do not take tasks.
The reporting of P scales is statutory. Schools will need to record the achievement of children with SEN
using the P levels where they are working below Level 1 of the national curriculum. The P scales are a set
of optional indicators for recording the achievements of these children.
For more details on P scales, visit the STA website at:
https://orderline.education.gov.uk/gempdf/1445950839/P_scales_level%20descriptors_2009.pdf
Schools must use the 2007 and/or 2009 tests and tasks. Teachers will be able to choose from a range of
materials from 200key stage 1 national curriculum tests. There is flexibility about which year’s tests can be
administered. Teachers must ensure that when administering the writing tasks, the longer and shorter tasks
and spelling tests are from the same year. These can be ordered between Monday 30th September and
Friday 29th November 2013 from the test orders section of the “Test orders” section of the NCA tools
website: www.education.gov.uk/ncatools :
The table
below
shows
which
tests and/
or tasks
teachers
will be
Writing (including spelling)
Mathematics
required to Reading
administer
in 2014.
•
The end of Key Stage 1 assessment arrangements are intended to offer teachers more flexibility and
to place greater emphasis on their judgements about children’s progress throughout the year. They
Children
should not lead to an increase in the amount of testing.
judged to
• be In Writing, the longer and shorter tasks from the same year (2007 or 2009) must be used, in
working:
conjunction with the spelling test from the same year.
Towards
Optional use of
Optional use of reading task.
Optional use of writing task.
level 1 (*)
Mathematics
task.
•
Final Teacher Assessments, taking account of the test results, must be submitted
to a timetable
agreed with the LA to allow for moderation,
submission
Useand
the eventual
two writingdata
tasks
(longer andto the DfE. Details will be
shorter) from
2007 withtraining
the 2007sessions.
provided in the Key Stage 1 National Curriculum
assessment
Use the level 1 task
spelling test, or the two writing tasks
At
level
1
Use
the
level
1
reading
task.
(from
bank of previous
fromand
2009the
with
the school/Key
2009 spellingStage
test. with
•
Schools will need to provide the LA, parents
next
thea consolidated
tasks.)
Teacher Assessment data for each child.The spelling test must be from the
same year as the writing tasks.
•
Under theUse
terms
of the
DataorProtection
must report
the results
the level
2 task
the level Act,
Useschools
the two writing
tasks (longer
and of the tests or tasks if
parents request
these. may decide
2 test. Teachers
shorter) from 2007 with the 2007
that different children will benefit spelling test, or the two writing tasks
from different approaches.
For
from 2009 with the 2009 spelling test.
RELEVANT PUBLICATIONS
AND WEBSITES
example,
the
task
might
be
TheKS1
spelling
teston
must
beonline
from the
•
Assessment and Reporting Arrangements
2014
STA
at
At level 2
more
appropriate
than
the
test
same
year
as
the
writing
tasks.
http://orderline.education.gov.uk
for children working at the lower
end of level 2.
Use the level 2 test.
•
“Building a Picture of what Children can do” at
https://orderline.education.gov.uk/gempdf/1847210635.pdf
•
Use the
the two
writing
tasks
(longer and tests up to 2006
Implications for teaching and learning from
English
and
Mathematics
shorter) from 2007 with the 2007
http://orderline.education.gov.uk/bookstore.asp?FO=1307446&action=SearchResults
Use the level 3 test. No
•
Use the level 3 test. No need to
spelling test, or the two writing tasks
need to use the level 2
use the level 2 task or test if
from
with the 2009
spelling test. booklets
“Tracking progression in reading, writing
and2009
mathematical
development”
[Bexley].
test if level
3 not
level 3 not achieved.
The spelling test must be from the
achieved.
same year as the writing tasks.
At level 3
7
(*) Assessing children working towards level 1
The table
•below
shows
which
tests and/
or tasks
teachers
will be
required to
administer
in 2014.
Children
judged to
be
working:
Towards
level 1 (*)
At level 1
At level 2
At level 3
Reading
Writing (including spelling)
Mathematics
Optional use of reading task.
Optional use of writing task.
Optional use of
Mathematics task.
Use the level 1 reading task.
Use the two writing tasks (longer and
shorter) from 2007 with the 2007
spelling test, or the two writing tasks
from 2009 with the 2009 spelling test.
The spelling test must be from the
same year as the writing tasks.
Use the level 1 task
(from a bank of previous
tasks.)
Use the level 2 task or the level
2 test. Teachers may decide
that different children will benefit
from different approaches. For
example, the task might be
more appropriate than the test
for children working at the lower
end of level 2.
Use the level 3 test. No need to
use the level 2 task or test if
level 3 not achieved.
Use the two writing tasks (longer and
shorter) from 2007 with the 2007
spelling test, or the two writing tasks
from 2009 with the 2009 spelling test.
The spelling test must be from the
same year as the writing tasks.
Use the two writing tasks (longer and
shorter) from 2007 with the 2007
spelling test, or the two writing tasks
from 2009 with the 2009 spelling test.
The spelling test must be from the
same year as the writing tasks.
Use the level 2 test.
Use the level 3 test. No
need to use the level 2
test if level 3 not
achieved.
(*) Assessing children working towards level 1
Timetable for use
Eligible material
2007 and 2009 reading and writing
tasks.
2007 and 2009 reading, spelling and
mathematics tests.
Any previous mathematics task.
Teachers can use the tasks and
tests to inform their assessment
judgements at any time during the
year.
Timetable for delivery by STA
FEBRUARY : English and
mathematics tasks and tests: sent to
schools Modified test papers: sent to
schools
Mathematics task: there is no new
mathematics task. A copy of the 2001
tasks can be ordered, but any previous
mathematics task can be used
Key Stage 1 Assessment Timetable – www.education.gov.uk/ks1
Term
Autumn 1
Proposed Action
•

Key Stage 1 Assessment and Reporting arrangements available to download from
8
http://media.education.gov.uk/assets/files/pdf/k/2014_ks1_accessandreportingarrangementsara_26_
sept.pdf
Year 2 teachers book onto KS1 Full training – 28th November 2013 (or 23rd January 2014).
The table
below
shows
which
tests and/
or tasks
teachers
will be
required to
administer
in 2014.
Children
judged to
be
working:
Towards
level 1 (*)
At level 1
At level 2
At level 3
Reading
Writing (including spelling)
Mathematics
Optional use of reading task.
Optional use of writing task.
Optional use of
Mathematics task.
Use the level 1 reading task.
Use the two writing tasks (longer and
shorter) from 2007 with the 2007
spelling test, or the two writing tasks
from 2009 with the 2009 spelling test.
The spelling test must be from the
same year as the writing tasks.
Use the level 1 task
(from a bank of previous
tasks.)
Use the level 2 task or the level
2 test. Teachers may decide
that different children will benefit
from different approaches. For
example, the task might be
more appropriate than the test
for children working at the lower
end of level 2.
Use the level 3 test. No need to
use the level 2 task or test if
level 3 not achieved.
Use the two writing tasks (longer and
shorter) from 2007 with the 2007
spelling test, or the two writing tasks
from 2009 with the 2009 spelling test.
The spelling test must be from the
same year as the writing tasks.
Use the two writing tasks (longer and
shorter) from 2007 with the 2007
spelling test, or the two writing tasks
from 2009 with the 2009 spelling test.
The spelling test must be from the
same year as the writing tasks.
Use the level 2 test.
Use the level 3 test. No
need to use the level 2
test if level 3 not
achieved.
(*) Assessing children working towards level 1
Timetable for use
Eligible material
2007 and 2009 reading and writing
tasks.
2007 and 2009 reading, spelling and
mathematics tests.
Any previous mathematics task.
Teachers can use the tasks and
tests to inform their assessment
judgements at any time during the
year.
Timetable for delivery by STA
FEBRUARY : English and
mathematics tasks and tests: sent to
schools Modified test papers: sent to
schools
Mathematics task: there is no new
mathematics task. A copy of the 2001
tasks can be ordered, but any previous
mathematics task can be used
Key Stage 1 Assessment Timetable – www.education.gov.uk/ks1
Term
Autumn 1
Proposed Action
•

Key Stage 1 Assessment and Reporting arrangements available to download from
9
http://media.education.gov.uk/assets/files/pdf/k/2014_ks1_accessandreportingarrangementsara_26_
sept.pdf
Year 2 teachers book onto KS1 Full training – 28th November 2013 (or 23rd January 2014).
GUIDANCE ON THE ASSESSMENT OF WRITING
Schools will be required to report a moderated Teacher Assessment in Writing.
Teacher Assessment of Writing
The performance descriptions used for assessing writing are those for AT3 in the English National
Curriculum.
For the purposes of statutory reporting the Teacher Assessment in Writing is an absolute level, with the
exception of those children working at level 2 where sub-levels are to be reported (2C, 2B and 2A).
It is important to note that the Teacher Assessed level awarded to a child is based on a ‘best fit’ model that
takes account of a child’s achievements across a broad range of work, not a single task.
To ensure accurate and consistent Teacher Assessment of Writing you are encouraged to:
•
Refer to the performance descriptions for Writing as defined in the National Curriculum.
•
Refer to Assessing Pupil Progress grids.
•
Arrange whole-school moderation meetings to level and standardise work.
The Writing Tasks
To inform and/or confirm Teacher Assessments in writing, all children will still complete two set writing
tasks, one long [approx 45 minutes] and one short [approx 30 minutes]. The structure of the marking
scheme for writing and the marking schemes themselves can be found in the 2007 and 2009 English Tasks
Teacher’s Handbooks.
Although each child will complete two writing tasks, they will be awarded a single overall level for their
writing.
All children will still complete a spelling test of twenty words: this will contribute to the overall level awarded
for writing.
The overall level/sub-level for writing will be a combination of:
•
The spelling test.
•
The handwriting score derived from the writing tasks.
•
The combined score of the two writing tasks.
10
ACCESS ARRANGEMENTS
Access Arrangements
Schools should refer to the STA website at: www.education.gov.uk/assessment, however, most access
arrangements at Key Stage 1 are at the discretion of the Headteacher and it is rarely necessary to ask for
permission from the LA.
The following points may be helpful guidance:
•
Scribes [amanuenses] may be used for any test or task except the Y1 phonics check and the English
writing task.
•
In English, readers can be used only for particular children to explain the procedures of the reading
tests, when necessary. The planning sheets for the example writing tasks may be read to children.
No other help with reading can be given.
KEY STAGE 1 MODERATION 2014
Purpose of the Moderation Process
Bexley has a statutory duty to ensure the end of Key Stage assessments take place, that the tests and
tasks are correctly administered and that judgments are fair and consistent.
The process will include:
•
Moderation visits to a sample of schools (at least 25%) between the beginning and end of June
2014 with Writing moderated centrally on 14th May 2014
•
Unannounced Y1 phonics screening check monitoring visits to a sample of schools (at least 25%)
during the weeks beginning 9th June and 16th June
School will receive notification of:
•
A Y2 moderation visit (this information will be shared with schools towards the end of spring term
2014)
•
Training and joint moderation events e.g. cross phase reading and writing moderation event
Y2 moderation visit letters will be sent out at the end of spring term 2014 (w/c 1st April 2014), so that
schools can make any necessary arrangements for sample scrutiny or availability of staff to talk to the
visiting moderator.
11
MODERATION VISITS
LAs are required on behalf of STA to carry out a programme of moderation visits during the academic year.
The purpose of these visits is to ensure that there is a consistent application of standards and statutory
guidance of KS1 assessments in Bexley.
The LA is required to ensure that all schools participate in the full moderation process at least once in a
four year cycle.
Some schools have full moderation more frequently depending on individual
circumstances. The criteria for considering involvement of schools in the full moderation process are as
follows:
•
Schools that have recently amalgamated or federated.
•
Schools where all teachers are new to teaching Year 2, eg: newly qualified, returners, overseas
teachers.
•
Schools where significant points for development were identified through monitoring visits or the Key
Stage 1 moderation in 2013
•
Schools identified as requiring support by the LA.
•
A random selection of schools to ensure that all schools are included within the cycle.
The moderation visits will focus on a range of aspects and will have, as their central purpose, confirmation
of the security of Teacher Assessments within Year 2 in reading and mathematics. Writing will be
moderated centrally. Visits may involve:
•
Discussion with the Headteacher/Assessment Co-ordinator/Year 2 teacher about the process,
including consideration of any access arrangements in place.
•
Discussion with Year 2 teachers relating to the ways they have reached their Teacher Assessments
including, where appropriate, the steps taken to ensure consistent assessments across parallel
classes.
•
Discussion with Year 2 teachers about the ways they group and plan for different children within their
classes.
•
Discussion with a senior colleague with oversight of assessment within the school to gain an insight
into the steps the school has taken to ensure consistency of judgement about children’s work from
Year R to Years 2 to 6.
•
Engaging with a sample of children chosen by LA moderators; talking to them briefly about their work
and hearing them read, to confirm Teacher Assessments.
•
Some scrutiny of current workbooks for a sample of children (chosen by LA moderators ~ see
information below relating to the numbers in the sample), together with any outcomes of the tests and
tasks already undertaken.
12
Moderation sample size
Evidence must come from all Year 2 classes in the school.
For each class with Yr 2 pupils
R
Writing will be
Ma
moderated centrally
8th May
Please have available evidence for all children judged to have reached
these levels – the moderators will review a sample
1 child for each aspect
1 child for each aspect
1 child for each aspect
1 child for each aspect
1 child for each aspect
1 child for each aspect
Secure 3 (3B)
Low 3 (3C)
High 2 (2A)
Secure 2 (2B)
Low 2 (2C)
High 1 (1A)
Secure 1 (1B)
Low 1 (1C)
P levels
A representative from the school should attend one of the central moderation sessions. A list of the pupils
assigned P levels should be shared with the moderator.
Bring evidence from all Year 2 children in the school assessed to be working at Level 3. Teachers will need
to know how many children have been assessed as working at Level 3.
NB. Lowest and highest achieving refers to the teacher’s judgements of the child.
Schools will be informed of a Y2 moderation visit in advance (schools will be informed if they are to be in
the sample by w/c 1st April 2014) so they can make any necessary arrangements, including providing LA
moderators with assessment information about Y2 children so the sample pupil group can be chosen. The
dates and times for moderation will be agreed between school leaders and LA moderators to ensure that
relevant staff are available to talk to the visiting moderator/s. Attendance at the moderation preparation and
information sharing meeting (7th May) and the Writing moderation (14th May) will be mandatory. Schools will
not be informed if they are to receive a Y1 Phonics screening Check monitoring visit.
Lead moderators will complete a Note of Visit after each school visit and send this to the school within the
appropriate timescale.
SECURITY OF KEY STAGE 1 TEST MATERIALS INCLUDING PHONICS SCREENING CHECK
•
As all Y2 tests and tasks can be used at any time during the year, there are no security issues
relating to their use. Schools should, however, ensure that all test materials are kept securely in an
area of the school away from the everyday transit of children and/or their parents.
•
Y1 Phonics Screening Check materials will be delivered to the school in sealed packs. These must
not be opened prior to the 16th June 2014
•
On receipt of tests the Headteacher should ensure that the correct number of scripts has been
received; check the consignment note against the packing note and keep in a safe place - Phonics
Screening Check monitoring visits will include checks of the delivery note and secure storage of
papers
•
Phonics Screening Check materials must be stored securely, including completed mark sheets, until
the 27th June (end of the check period).
13
MODERATION OF WRITING 2014
Moderation Meeting
This will take place on the 14th May 2013 at Hillview in both the Wickham Suite and room H1. The meetings
provide opportunities for discussions about consistency, standards and effective practice in the assessment
of Writing. Precise details and arrangements will be provided to sample schools in the communication (w/c
2nd April) informing them of their inclusion in the moderation sample and finalised at the training on 7th May.
There will be two half day sessions 9.30am - 12.30 noon and 1.00 – 4.00 pm as well as a twilight meeting
for those schools unable to attend during the day. Schools selected for Y2 moderation will be required to
send Year 2 teacher(s) representative(s) to attend one of the sessions. We feel that participation in the
moderation process represents a valuable opportunity for professional development. Schools may wish to
send Year 3 teacher(s) to participate in the moderation process, and to bring samples of their children’s
writing to moderate. This invitation will include junior schools.
Format of the Moderation Meeting
During the meeting Years 2 and 3 teachers will work in small groups, supported by a lead moderator,
scrutinising the samples of children’s work. If the groups agree on the assessments made by their
colleagues, those assessments are confirmed. However, changes to the assessments are sometimes
made by the groups (LA moderators have authority to change levels at moderation) and in cases where
they cannot come to an agreement, the team of moderators act as an independent group to make and feed
back a decision.
The Role of the Moderation Team
The Moderation Team for 2014 will consist of experienced KS1 LA moderators and leading teachers. The
LA may be monitored in its duties by STA personnel.
To ensure that fair and consistent assessments are made, members of the team will moderate the
assessment of the lowest scoring Level 3 in Years 2 and 3 from each school – if there are no Level 3s,
then the highest achieving Level 2.
14
All evidence submitted to the team will be looked at by at least two moderators to ensure a consistency of
moderation within the team.
The team will keep a log of all evidence submitted to it. The outcome is recorded as a means of quality
assurance.
The team may request extra samples from schools where judgements differ. Further samples may be
requested from any school where concerns are raised on the consistency of the levels awarded. Therefore
schools will need to bring evidence from all the children assessed to be working at Level 3.
Teachers will need to know how many children have been assessed as working at Level 3.
The Moderation Manager will ensure that the Headteacher of the school is formally notified where there are
changes made to the awarded levels as part of the moderation process. The LA is required to report any
changed levels to STA at the end of the moderation period.
Endorsement
Endorsement is the formal agreement by the Moderation Manager that the children’s work submitted at
moderation has been appropriately administered and assessed by the school. It enables schools to submit
their data to the LA for the purposes of the national data collection.
It is expected that the majority of schools will have their results endorsed at the end of the process. Where
this is the case, the Headteacher will receive a completed form of endorsement from the moderation.
The KS1 assessments of a school must be endorsed by the Moderation Manager before the data can be
submitted to Bexley’s Policy and Performance Team.
Where there are more significant concerns raised that cannot be addressed at the moderation meeting the
manager will arrange with the Headteacher to visit the school and undertake a more detailed moderation of
assessments. This is generally quite rare.
15
AGREEMENT, APPEALS AND QUALITY ASSURANCE
Agreement
The Manager of the moderation process may request further evidence from a school before endorsing its
results. This may include submitting additional evidence for individual children to ensure appropriate levels
are awarded. The school’s Year 2 representative will be made aware at the moderation meeting if this is
necessary.
Appeals – see Appendix E
Schools wishing to appeal against any decision may resubmit their samples by post for the appeals
meeting which will take place summer 2014
Appeals protocol
The following conditions will be met as part of the appeals and postal moderation:
Where schools have presented samples for reconsideration:
•
Any member of the Moderation Team present at the original moderation meeting will not moderate
any work for that school.
•
The level agreed by the Moderation Team will be the final level to be submitted to Bexley Policy and
Performance team.
•
Each school will receive relevant written feedback where there is a difference between the school
assessed level and the level decided by the team.
Where schools have presented additional evidence at the request of the Moderation Manager:
This additional evidence will form part of the postal moderation/appeals meeting.
Additional samples may be required where the sample submitted during the original process is deemed
inappropriate or insufficient for assessment.
•
The samples will be assessed by any members of the Moderation Team, whether or not they were
present when work from the school was initially considered.
•
Schools will receive written feedback detailing outcomes where the Team’s assessment is different
from the school’s assessment.
Data Collection
Precise information relating to data collection of KS1 National Curriculum Assessment results will be
provided by the Policy and Performance team. There will be a Statutory Data Collection event at the Civic
offices on the 5th December 2013.
The results can only be submitted when the school's results have been formally endorsed by the
Moderation Manager. A random sample of submitted assessments will be checked to ensure that the levels
agreed at Moderation are reported correctly.
The Policy and Performance team will process endorsed children’s results on behalf of all schools and
submit them to the DfE as part of the national data collection.
16
Evidence to bring to the writing moderation meeting on 14th May 2014
For each child in the sample all Year 2 and Year 3 teachers must bring sufficient evidence* that best
supports teacher assessments in:
•
•
•
Writing across a range of genres and curriculum areas and
An annotated and highlighted copy of the guidelines or a similar resource used in the school,
showing the level the child is working at and the extent to which the child was supported. The
Assessing Pupil Progress grids are included in this pack (see page onwards.) and
Writing tasks and spelling tests (end of KS1 and optional year 3, if used)
If administered, the books used for the 2009 shorter writing task (a character study based on a
character in a book)
*Examples of evidence:
•
•
•
•
•
A range of children’s written work that shows most independence, ie. little or no adult support.
Work from other lessons, such as topic work, science, RE, geography and history.
Notes on plans and evidence – annotations and jottings.
Children’s own reflections about their writing.
Teachers’ and additional adults’ observations.
Evidence that is not helpful:
•
•
Homework tasks.
Closed tasks / photocopied worksheets (unless annotated).
17
18
ASSESSING PUPIL
PROGRESS GRIDS
LEVELS 1, 2 and 3
Mathematics
Reading
Writing
19
Mathematics: making a level judgment
Use these steps to formalise your assessment of pupils’ Mathematics into attainment target level
judgements.
You will need:
•
•
•
Evidence of pupil’s Mathematics that shows most independence, e.g. from work in other subjects
as well as in Mathematics lessons.
Other evidence about the pupil as a Mathematician, e.g. notes on plans, pupil’s own reflections,
your own recollections of classroom interactions, oral answers given during mental starters.
A copy of the assessment guidelines for the level borderline that is your starting point.
Step 1: Making assessment focus judgements in Ma2 Number
Begin with the assessment guidelines for Ma2 Number
•
•
•
•
Look at the criteria within each AF. Decide which level describes the pupil best.
Record the level of each AF in the appropriate box.
Record ‘insufficient evidence’ (IE) if you do not know enough about this aspect of the pupil’s
Mathematics to make a judgement. This has implications for planning.
If you feel the pupil is operating below the level, check the criteria on the assessment guidelines
for the level below.
Step 2: Making an overall level judgement for Ma2 Number.
Now make your level decision for Ma2 Number:
•
•
Your AF judgements give an impression for the best-fit level for Ma2.
Read the complete level descriptions for both levels to confirm your impression of the best fit
level for Ma2
Decide whether the level is Low, Secure or High. Do this by thinking about what the pupil demonstrates:
•
How much of the level?
•
How consistency?
•
How independently?
•
In what range of contexts?
•
Tick the relevant Low, Secure or High box for the level
Step 3: Repeat the process for Ma1
For the Ma1 judgement, consider how the pupil uses and applies the Mathematics Ma3 and Ma4of Ma1
20
Year R Securing ELG introducing aspects of
level 1
Year 1 Securing level 1 introducing aspects
of level 2
Solve practical problems.
Solve problems involving x/- halving, doubling.
Match numerals to numbers of objects.
Describe a problem.
Sort objects and justify.
Select information & equipment to solve problems.
Talk about, recognise and create simple patterns.
Describe simple patterns and relationships.
Describe solutions to problems.
Describe ways of solving puzzles, explain choices.
Find one more/less than a number 1-10.
Select 2 groups of objects to make a given total.
Recall pairs of numbers totalling 10. +facts for totals to
5 and corresponding subtraction facts.
Recall doubles of numbers to at least 10.
Count forward and back in 1s, 2s, 5s, 10s and derive
multiples of 2, 5, 10.
Understand addition and subtraction.
Know + as counting on and can be done in any order.
Use vocab of addition and subtraction.
Find difference by counting up.
Share objects into equal groups.
+1 digit number or multiple of 10 to a 1 digit or 2 digit
number.
Count repeated groups of the same size.
-1 digit number from 1 or 2 digit number, multiple of 10 from
2 digit number.
Combine groups of 2, 5 or 10 or share into equal groups.
Use addition and subtraction vocab and symbols to
describe and record number sentences.
Count reliably up to 10 everyday objects.
Count reliably up to 20.
Estimate the number of objects.
Estimate the number of objects.
Say and use number names in order.
Use vocab to compare and order numbers.
Use more/less than to compare 2 numbers.
Use = sign.
Use ordinal numbers.
Read write and order numbers to 20.
Recognise numerals 1 to 9.
Say number 1 more/less than any number or 10 more/less
than a multiple of 10.
Use vocab of halves and quarters in context.
Use everyday words to describe position.
Use everyday words to describe shapes.
Create and recreate patterns and models.
Visualise and use everyday words to describe position,
direction and distance.
Visualise, name and describe properties of common 2
and 3D shapes.
Identify objects that turn about a point.
Recognise and make whole ½ and ¼ turns.
Use everyday language to compare quantities.
Compare and measure objects using uniform units.
Order and sequence events
Read time to nearest hour and ½ hour. Order days,
months.
Use everyday language related to time.
Sort objects, identify similarities/differences.
Use drawing to show how many objects share a property.
Sort objects into groups according to criterion, choose
suitable criterion.
Record information in tables and list, block graphs or
pictograms.
21
Using and
applying
Knowing
and using
numbers
facts
Year 2 Consolidation of level 2 introducing
aspects of level 3
Year 3 Securing progression of level 2 into
level 3
Solve problems involving +, -, x, ÷ in context.
Solve one and two step problems inc. time.
Identify info to solve problem, check solution.
Represent info in a given puzzle – find solution.
Choose equipment and organise information
Identify important info, organise and interpret it.
Describe patterns, make predictions.
Identify patterns and relationships, use to solve problems.
Present solutions and explain decisions, using maths
language and number sentences.
Describe and explain methods, choices and solutions to
puzzles.
Derive and recall +/- for numbers to 10, pairs with a total
of 20 and multiples of 10 totalling 100.
Derive and recall +/- for numbers to 20, sums and
differences of multiples of 10 and pairs that total 100.
Derive and recall 2, 5, 10 times table and related division.
_Derive
doubles to
20 and
correspon
ding
halves.
Calculating
Counting
and
understan
ding
number
Derive and recall 2, 3, 4, 5, 6, 10 times table and related
division.
Estimate and check answers.
Estimate and check including using inverses.
+/- mentally a 1 digit no or multiple of 10 to a two digit
number.
+/- mentally combinations of 1 and 2 digit numbers.
Informal written methods for +/-.
Written methods for +/- 2 and 3 digit numbers.
Understand – as the inverse of +.
Multiply 1 and 2 digit numbers by 10 or 100.
Understand x as repeated +, ÷ as repeated -.
Understand ÷ as the inverse of x and vice versa.
Practical and informal methods of x and ÷.
Informal methods of x and ÷ 2 digit numbers.
Use and interpret +, -, x, ÷, = calculate value of an
unknown in a number sentence.
Find unit fractions of numbers and quantities.
Count up to 100 by grouping into 2, 5, 10.
Count in single digit steps or multiples of 10.
Read, write 2 and 3 digit. Recognise odd/even.
Read write and order numbers to 1000.
_Order 2
digit
numbers
<, >.
Partition 2 digit numbers in different ways..
Partition 3 digit numbers in different ways
Round 2 digit numbers to nearest 10.
Round 2 or 3 digit numbers to nearest 10 or 100.
Find ½ ¼ ¾ of shapes and sets of objects.
Read, write fractions, know denominator and numerator.
Identify and estimate fractions of shapes.
Understand
ing shape
Measuring
Handling
data
Follow and give instructions for movement.
Use vocab of position and direction inc. compass.
Visualise and describe common 2D and 3D shapes.
Draw and made 2D and 3D shapes.
Identify and draw reflective symmetry.
Draw and complete shapes with reflective symmetry.
Recognise ½ ¼ turns clockwise and anticlockwise.
Identify and use right angles.
Use standard units to estimate compare measure.
Know relationships between units.
Read numbered divisions on a scale.
Read to nearest ½ division partially numbered scales;
use info to measure and draw accurately.
Use units of time and know relationship between them.
Read time to the ¼ hour.
Read time on digital and nearest 5 minutes on analogue
clock. Calculate time intervals.
Use lists tables and diagrams to sort objects, explain
choices.
Use Venn and Carroll diagrams to sort data and objects
using more than one criterion.
Answer questions by collecting and recording data represent
in block graphs and pictograms. Use ICT.
Answer a question by collecting, organising and interpreting
data. Use tally charts, frequency tables, pictograms, bar
charts. Use ICT.
22
USING AND APPLYING MATHEMATICS
Communicating
Problem Solving
• Select the Mathematics they use in a wider range of
classroom activities, e.g.
- use classroom discussions to break into a problem,
recognising similarities to previous work.
- put the problem into their own words.
- choose their own equipment appropriate to the task,
including calculators
L3
• Try different approaches and find ways of overcoming
difficulties that arise when they are solving problems e.g.
- check their work and make appropriate corrections, for
example decide that two numbers less than 100 cannot
give a total more than 200 and correct the addition.
Begin to look for patterns in results as they work and
use them to find other possible outcomes.
Level 3
L2
• Select the Mathematics they use in some classroom
activities,
e.g. with support
- find a starting point, identifying key facts / relevant
information
- use apparatus, diagrams, role play etc to represent and
clarify a problem
- move between different representations of a problem
e.g. a situation described in words, a diagram etc.
- adopt a suggested model or systematic approach
- make connections and apply their knowledge to similar
situations
Level 2
• Use Mathematics as an integral part of classroom activities,
eg. With support
- Engage with practical mathematical activities involving
sorting, counting and measuring by direct comparison
Reasoning
• Begin to organise their work and check results, e.g.
- begin to develop own ways of recording
- develop an organised approach as they get into
recording their work on a problem
• Discuss their mathematical work and begin to explain their
thinking, e.g.
- use appropriate mathematical vocabulary
- talk about their findings by referring to their written work
• Use and interpret mathematical symbols and diagrams.
Level 3
Level 3
• Discuss their work using mathematical language, e.g. with
support.
- describe the strategies and methods they use in their
work
- listen to others’ explanations, try to make sense of them,
compare…evaluate…
• Explain why an answer is correct, e.g.with support.
- Test a statement such as, ‘The number twelve ends with
a 2 so 12 sweets can’t be shared equally by 3 children’
• Predict what comes next in a simple number, shape or
spatial pattern or sequence and give reasons for their
opinions.
• Begin to represent their work using symbols and simple
diagrams, e.g. with support.
- use pictures, diagrams and symbols to communicate
their thinking, or demonstrate a solution or process
- begin to appreciate the need to record and develop their
own methods of recording
Level 2
Level 2
• Represent their work with objects or pictures
• Discuss their work, e.g. with support
- Refer to the materials they have used and talk about
what they have done
L1
Level 1
• Understand a general statement by finding particular
examples that match it, e.g.
- make a generalisation with the assistance of probing
questions and prompts
• Review their work and reasoning, e.g.
- respond to “What if?” questions
- when they have solved a problem, pose a similar
problem for a partner
Level 1
• Draw simple conclusions from their work e.g. with support
- Describe how they have sorted objects
- Talk about which set has most, which object is biggest,
smallest, tallest etc
• Recognise and use a simple pattern or relationship, e.g. with
support
- Copy and continue a simple pattern
Level 1
Below Level 1
Below Level 1
Below Level 1
Insufficient evidence
Insufficient evidence
Insufficient evidence
23
The table
below
shows
which
tests and/
or tasks
teachers
will be
required to
administer
in 2014.
Children
judged to
be
working:
Towards
level 1 (*)
At level 1
At level 2
At level 3
Reading
Writing (including spelling)
Mathematics
Optional use of reading task.
Optional use of writing task.
Optional use of
Mathematics task.
Use the level 1 reading task.
Use the two writing tasks (longer and
shorter) from 2007 with the 2007
spelling test, or the two writing tasks
from 2009 with the 2009 spelling test.
The spelling test must be from the
same year as the writing tasks.
Use the level 1 task
(from a bank of previous
tasks.)
Use the level 2 task or the level
2 test. Teachers may decide
that different children will benefit
from different approaches. For
example, the task might be
more appropriate than the test
for children working at the lower
end of level 2.
Use the level 3 test. No need to
use the level 2 task or test if
level 3 not achieved.
Use the two writing tasks (longer and
shorter) from 2007 with the 2007
spelling test, or the two writing tasks
from 2009 with the 2009 spelling test.
The spelling test must be from the
same year as the writing tasks.
Use the two writing tasks (longer and
shorter) from 2007 with the 2007
spelling test, or the two writing tasks
from 2009 with the 2009 spelling test.
The spelling test must be from the
same year as the writing tasks.
Use the level 2 test.
Use the level 3 test. No
need to use the level 2
test if level 3 not
achieved.
24
(*) Assessing children working towards level 1
Timetable for use
Timetable for delivery by STA
Knowing and using number facts
Counting and understanding numbers
Numbers and the number system
Fractions
• Use simple fractions that are
• Understand place value in numbers to 1000
• e.g.
-
represent / compare numbers using number
several parts of a whole and
recognise when two simple
fractions are equivalent e.g.
-
lines, 100-squares, base 10 materials etc
-
recognise that some numbers can be
-
divide whole numbers by 10 (whole number
L3
-
recognise sequences of multiples of 2, 5 and
-
Order decimals with one dp, or
two dp in context of money
Level 3
Group objects in tens, twos or fives to count
them.
• Begin to understand the place value of each
L2
Demonstrate knowledge using a range of
-
small quantity in a practical
context such as sharing sweets
between two and getting ½ each,
among four and getting ¼ each
-
including odd and even numbers, e.g.
-
Continue a sequence that increases or
decreases in regular steps
-
Recognise numbers from counting in tens or
Work out halves of numbers up
to 20 and beginning to recall
them
• Relate the concept of half of a
small quantity to the concept of
half of a shape, e.g.
-
Shade one half or one quarter of
number and halving again.
-
begin to know multiplication facts for
Level 2
8 + 6 = 14, 14 – 6 = 8
• Understand halving as a way of
‘undoing’ doubling and vice
versa.
-
-
L1
• Begin to use the fraction, onehalf, e.g.
perhaps with some reversal
-
say what number comes next, is one more /
less
halve shapes including folding
paper shapes, lengths of string
-
put water in a clear container so
count back to zero
that it is about ‘half-full’ -halve an
-
place 1–10 into ascending order
even number of objects
-
point to first, second… object etc
-
as 10 with whole number
answers and remainders e.g.
-
Calculate 49 ÷ 3
round up or down after simple
• Choose the appropriate operation
when solving addition and
subtraction problems
and place value to add or subtract
and use place value to derive 30 +
70 = 100
-
-
Use repeated addition to solve
multiplication problems
-
Begin to use repeated subtraction
• Record their work in writing
e.g.
or sharing equally to solve division
• Use mental calculation strategies to
solve number problems including
those involving money and
measures, e.g.
Level 3
problems
-
• Solve number problems involving
calculations as number
money and measures e.g.
-
Recall doubles to 10+10 and other
Record their mental
sentences
Add/subtract two-digit and onedigit numbers, bridging tens where
significant doubles e.g. double 50p
necessary in contexts using units
is 100p or £1
such as pence, pounds,
Use knowledge of doubles to 10 +
centimetres
10 to derive corresponding halves
Level 2
Level 2
Level 2
• Solve addition / subtraction
• Order numbers to 10
-
Multiply and divide 2-digit
numbers by 2,3,4 or 5 as well
identify appropriate operations to
Use addition/subtraction facts to 10
problems involving up to 10
objects, e.g.
estimate and check a number
• Read, write numbers to 10
bridging is not required.
-
use
multiples of 10 e.g. know 3 + 7 = 10
-
Level 2
the context of money, where
Level 3
• Count up to 10 objects, e.g.
-
-
Level 3
Given 14, 6 and 8, make related
6 + 8 = 14, 14 – 8 = 6
Add and subtract decimals in
division, depending on context
subtraction is the inverse of
addition e.g.
number sentences
-
including those involving
multiplication or division that may
give rise to remainders, e.g.
-
subtraction facts to 10 e.g.
-
solve two-step problems that
Use written methods that
involve bridging 10 or 100
involve addition and subtraction
6, 8, 9 and 7× tables
• Use mental recall of addition and
• Use the knowledge that
-
• Solve whole number problems
as 7 × 10 = 82 - �
divided into equal regions
Level 2
-
solve ‘balancing’ problems such
a given shape including those
twos
understand finding a quarter of a
number of objects as halving the
Level 3
Use the concept of a fraction of a
models/images
• Recognise sequences of numbers,
-
quarters, e.g.
Know the relative size of numbers to 100
Use 0 as a place holder
or 5
numbers using written
method, e.g.
solve one-step whole number
problems appropriately
multiply a 2-digit number by 2, 3, 4
‘=‘ , the ‘equals’ sign e.g.
• Begin to use halves and
digit, use this to order numbers up to 100
e.g.
-
know that £3.06 equals 306p
-
• Add and subtract 3-digit
paper or with apparatus
-
and 10 multiplication tables, e.g.
and add 5. The answer is 35.
-
Written Methods
choose to calculate mentally, on
24
as, ‘I think of number, double it
• Begin to understand the role of
-
• Use mental recall of the 2, 3, 4, 5
use inverses to find missing
What was my number?’
calculate 36 + 19, 63 − 26, and
subtraction facts to 20 in solving
problems involving larger
numbers, e.g.
complements to 100 such as 100 –
whole numbers in problems such
Level 3
• Count sets of objects reliably, e.g.
-
-
are equivalent to 1/2
-
-
×5 = 10 × 5 add 4 ×5
• Begin to use decimal notation in
10
-
= 70, 70 ÷ 5 = 14, 70 ÷ 14 =5, 14
recognise some fractions that
contexts such as money, e.g.
-
create related sentences, e.g.
whole such as 3/4, 2/5 −
-
mentally e.g.
given a number sentence, use
given 14 x 5 = 70, create 5 × 14
Solving numerical problems
• Use mental recall of addition and
• Add and subtract 2-digit numbers
understanding of operations to
recognise and record fractions
answers)
such as temperature
-
understand and use unit
that are several parts of the
• Use place value to make approximations
• Recognise negative numbers in contexts
• Recognise a wider range of sequences, e.g.
from known multiplication facts,
e.g.
1/5, 1/10 and find those fractions
of shapes and sets of objects −
use understanding of place value to multiply/
Mental methods
• Derive associated division facts
fractions such as 1/2, 1/4, 1/3,
represented as different arrays
-
Operations, relationships
between them
• understand addition as finding
the total of two or more sets of
objects
• understand subtraction as
‘taking away’ objects from a set
and finding how many are left
• add and subtract numbers of
objects to 10
• begin to know some addition facts
e.g. -doubles of numbers to double
5
given a number work out ‘how
-
many more to make…
-
-
record their work with objects,
choose which of given pairs of
numbers add to a given total
-
• Record their work, e.g.
solve measuring problems such as
-
pictures or diagrams
-
begin to use the symbols ‘+’
and ’=’ to record additions
how many balance with…
recognise coin values to 10p,
solve money problems
Level 1
Level 1
Level 1
Level 1
Level 1
Level 1
Below Level 1
Insufficient Evidence
Below Level 1
Insufficient Evidence
Below Level 1
Insufficient Evidence
Below Level 1
Insufficient Evidence
Below Level 1
Insufficient Evidence
Below Level 1
Insufficient Evidence
25
The table
below
shows
which
tests and/
or tasks
teachers
will be
required to
administer
in 2014.
Children
judged to
be
working:
Towards
level 1 (*)
At level 1
At level 2
At level 3
Reading
Writing (including spelling)
Mathematics
Optional use of reading task.
Optional use of writing task.
Optional use of
Mathematics task.
Use the level 1 reading task.
Use the two writing tasks (longer and
shorter) from 2007 with the 2007
spelling test, or the two writing tasks
from 2009 with the 2009 spelling test.
The spelling test must be from the
same year as the writing tasks.
Use the level 1 task
(from a bank of previous
tasks.)
Use the level 2 task or the level
2 test. Teachers may decide
that different children will benefit
from different approaches. For
example, the task might be
more appropriate than the test
for children working at the lower
end of level 2.
Use the level 3 test. No need to
use the level 2 task or test if
level 3 not achieved.
Use the two writing tasks (longer and
shorter) from 2007 with the 2007
spelling test, or the two writing tasks
from 2009 with the 2009 spelling test.
The spelling test must be from the
same year as the writing tasks.
Use the two writing tasks (longer and
shorter) from 2007 with the 2007
spelling test, or the two writing tasks
from 2009 with the 2009 spelling test.
The spelling test must be from the
same year as the writing tasks.
Use the level 2 test.
Use the level 3 test. No
26
need to use the level 2
test if level 3 not
achieved.
UNDERSTANDING SHAPES
Properties of position and movement
Properties of Shape
• Classify 3-D and 2-D shapes in various ways using mathematical
properties such as reflective symmetry for 2-D shapes, e.g.
-
Sort objects and shapes using more than one criterion, e.g. pentagon, not
pentagon and all edges the same length/not the same length
-
e.g.
-
Reflect a shape even if the shape is at 45° to the mirror line, touching the line or
-
-
Recognise right angles in shapes in different orientations
-
Recognise angles which are bigger/smaller than 90° and begin to know the terms
-
• Use non-standard units and standard metric units of length, capacity and mass in a
range of contexts, e.g.
-
Measure a length to the nearest ½ cm
-
Read simple scales, e.g. increments of 2,5 or 10
• Use standard units of time
not
Begin to reflect simple shapes in a mirror line presented at 45°
-
• Describe position and movement, e.g.
‘irregular’
L3
• Recognise shapes in different orientations
• Reflect shapes, presented on a grid, in a vertical or horizontal mirror line,
Sort the shapes which have all edges the same length and all angles the same
size from a set of mixed shapes and begin to understand the terms ‘regular’ and
MEASURING
Measures
Read a 12-hour clock and generally calculate time durations that do not go over the hour
• Use a wider range of measures, e.g.
Use terms such as left/right, clockwise/anticlockwise, quarter turn/ 90° to give
-
Begin to understand area as a measure of surface and perimeter as a measure of length
directions along a route
-
Begin to find areas of shapes by counting squares and explain answers as a number of
‘obtuse’ and ‘acute’
squares even if not using standard units such as cm² or m²
-
Recognise right-angled and equilateral triangles
-
-
Demonstrate that a shape has reflection symmetry by folding and recognise when
Recognise angles as a measure of turn and know that one whole turn is 360°
a shape does not have a line of symmetry
-
Recognise common 3-D shapes, e.g. triangular prism, square-based pyramid
-
Relate 3-D shapes to drawings and photographs of them, including from different
viewpoints
• Begin to recognise nets of familiar 3-D shapes, e.g. cube, cuboid,
triangular prism, square-based pyramid
Level 3
• Use mathematical names for common 3-D and 2-D shapes, e.g.
-
Identify 2-D and 3-D shapes from pictures of them in different orientations, e.g.
square, triangle, hexagon, pentagon, octagon, cube, cylinder, sphere, cuboid,
Level 3
-
-
Make and talk about shapes referring to features and properties using language
Sort 2-D and 3-D shapes according to a single criterion, e.g. shapes that are
-
mass
Recognise and explain that a shape stays the same even when it is held up in
-
Distinguish between left and right and between clockwise and anticlockwise and
-
Visualise frequently used 2-D and 3-D shapes
-
Begin to understand the difference between shapes with two dimensions and
those with three
takes to fill the water tray
Instruct a programmable robot, combining straight-line movements and turns, to
-
Read scales to the nearest labelled division
move along a defined path or reach a target destination
-
Begin to make sensible estimates in relation to familiar units
• Recognise right angles in turns
• Begin to use a wider range of measures
Recognise the properties that are the same even when a shape is enlarged, e.g.
-
Make and use a ‘right angle checker’
when comparing squares, circles, similar triangles, cubes or spheres of different
-
Use a time line to order daily events and ordinal numbers (first, second, third …) to describe
sizes
the order of some regular events
Level 2
• Use everyday language to describe properties of 2-D and 3-D shapes, e.g.
L1
Know which measuring tools to use to find, for example, how much an object weighs, how tall
a child is, how long it takes to run around the edge of the playground, how much water it
use these when giving directions
-
Begin to understand that numbers can be used not only to count discrete objects but also to
describe continuous measures, e.g. length
• Distinguish between straight and turning movements
-
Make whole turns, half turns and quarter turns
• Begin to use everyday non-standard and standard units to measure length and
different orientations
pentagons or shapes with a right angle
-
-
Use ordinal numbers (first, second, third…) to describe the position of objects in a
row or when giving directions
such as edge, face, corner
L2
• Understand angle as a measurement of turn
• Describe the position of objects, e.g.
pyramid
• Describe their properties, including numbers of sides and corners, e.g.
-
Level 3
-
Sort shapes and say how they have selected them
-
Use properties such as large, small, triangles, roll, stack
-
Begin to refer to some features of shapes such as side and corner
-
Begin to name the shapes they use in the context of an activity
Level 2
Level 2
• Use everyday language to describe positions of 2-D and 3-D shapes
-
• Measure and order objects using direct comparison
Respond to and use positional language, e.g. ‘behind’, ‘under’, ‘on top of’, ‘next to’,
-
Compare lengths directly and put them in order
‘in between’…
-
Respond to and use the language of comparison: longer, longest, shorter, shortest, more,
Respond to and use directional language in talk about objects and movement, e.g.
‘forwards’, ‘backwards’, ‘turn’
less, heavier, lighter
-
Check which of two objects is heavier/lighter and begin to put three objects in order
-
Find objects that are longer/shorter than a metre, heavier/lighter than 500 grams, hold
more/less than 1 litre
• Order events
Level 1
Below Level 1
Insufficient evidence
Level 1
Below Level 1
Insufficient evidence
27
-
Order everyday events and describe the sequence
-
Use the vocabulary of time including days of the week
-
Read the time on an analogue clock at the hour and begin to know the half hour
Level 1
Below Level 1
Insufficient evidence
The table
below
shows
which
tests and/
or tasks
teachers
will be
required to
administer
in 2014.
Children
judged to
be
working:
Towards
level 1 (*)
At level 1
At level 2
Reading
Writing (including spelling)
Mathematics
Optional use of reading task.
Optional use of writing task.
Optional use of
Mathematics task.
Use the level 1 reading task.
Use the two writing tasks (longer and
shorter) from 2007 with the 2007
spelling test, or the two writing tasks
from 2009 with the 2009 spelling test.
The spelling test must be from the
same year as the writing tasks.
Use the level 1 task
(from a bank of previous
tasks.)
Use the level 2 task or the level
2 test. Teachers may decide
that different children will benefit
from different approaches. For
example, the task might be
more appropriate than the test
for children working at the lower
end of level 2.
Use the level 3 test. No need to
Use the two writing tasks (longer and
shorter) from 2007 with the 2007
spelling test, or the two writing tasks
from 2009 with the 2009 spelling test.
The spelling test must be from the
same year as the writing tasks.
Use the two writing tasks (longer and
shorter) from 2007 with the 2007
spelling test, or the two writing tasks
Use the level 2 test.
28
Use the level 3 test. No
need to use the level 2
Handling data and Using and applying mathematics
Processing and representing data
Interpreting data
•
•
•
L3
•
Gather information, e.g.
- decide what data to collect to answer a question e.g. what is the most common way to
travel to school
- make appropriate choices for recording data, e.g. a tally chart or frequency table
Construct bar charts and pictograms, where the symbol represents a group of units, e.g.
- decide how best to represent data, for example whether a bar chart, Venn diagram or
pictogram would show the information most clearly
- decide upon an appropriate scale for a graph, for example labelled divisions of 2, or, for
a pictogram, one symbol to represent 2 or 5
Use Venn and Carroll diagrams to record their sorting and classifying of information, e.g.
- represent sorting using one or two criteria typical of level 2 and 3 mathematics e.g.
shapes sorted using properties such as right angles and equal sides
Extract and interpret information presented in simple tables lists, bar charts and
pictograms,e.g.
- use a key to interpret represented data
- read scales labelled in twos, fives and tens, including reading between labelled divisions
such as a point halfway between 40 and 50 or 8 and 10
- compare data e.g. say how many more… than… and recognise the category that has
most/least.
- respond to questions of a more complex nature such as ‘How many children took part in
this survey altogether?’ or ‘How would the data differ if we asked the children in year 6?’
-
in the context of data relating to everyday situations, understand the idea of ‘certain’ and
‘impossible’ relating to probability
Level 3
•
•
•
L2
•
Sort objects and classify them using more than one criterion e.g.
- sort a given set of shapes using two criteria such as triangle / not triangle and blue / not
blue
Understand vocabulary relating to handling data e.g.
- understand vocabulary such as sort, group, set, list, table, most common, most popular
Collect and sort data to test a simple hypothesis, e.g.
- count a show of hands to test the hypothesis ‘most children in our class are in bed by
7.30pm’
Record results in simple lists, tables, pictograms and block graphs, e.g.
- present information in lists, tables and simple graphs where one symbol or block
represents one unit
enter data into a simple computer database
Level 3
•
Communicate their findings, using the simple lists, tables, pictograms and block graphs they
have recorded, e.g.
- respond to questions about the data they have presented, e.g. how many of our names
have 5 letters?
-
pose similar questions about their data for others to answer
Level 2
•
L1
•
Sort and classify objects, e.g.
- sort using one criterion or sort into disjoint sets using two simple criteria such as boy /
girl or thick / thin
- sort objects into a given large scale Venn or Carroll diagram
Represent their work, e.g.
- use the objects they have sorted as a record
- use objects/pictures to create simple block graphs
Level 2
•
Demonstrate the criterion they have used, e.g.
- respond to questions about how they have sorted objects and why each object belongs
in a set
-
talk about which set has most, for example ‘most children stayed at school for lunch’
Level 1
Level 1
Below Level 1
Below Level 1
Insufficient evidence
Insufficient evidence
29
Ma2 Handling data, Level 3 (included in programme of study for Ma2 Number in key stage 1)
Pupils extract and interpret information presented in simple tables and lists. They construct bar charts and pictograms, where the symbol
represents a group of units, to communicate information they have gathered, and they interpret information presented to them in these forms.
Ma4 Handling data, Level 2 (included in programme of study for Ma2 Number in key stage 1)
Pupils sort objects and classify them using more than one criterion. When they have gathered information, pupils record results in simple
lists, tables and block graphs, in order to communicate their findings.
Ma4 Handling data, Level 1 (included in programme of study for Ma2 Number in key stage 1)
Pupils sort objects and classify them, demonstrating the criterion they have used.
30
Reading: flow chart for completing assessment guidelines
Step 1: Making assessment focus judgements
For each AF, starting with AF1 for level 2 and level 3 and AF2 for all other levels:
-
look at the evidence in relation to all the criteria for both the higher and lower levels at this
borderline and highlight those that have been met.
make a best-fit judgement whether the higher or lower level has been achieved and tick the
appropriate level-related box.
if there is some evidence for an AF but not enough to make a judgement at the lower level, tick
the BL (Below Level) box.
if there is no evidence for a particular AF, tick the IE (Insufficient Evidence) box.
If you ticked BL for more than one AF, check whether you should be using the assessment guidelines
for the level borderline below.
If you have ticked all, or almost all, the criteria for the higher level, check whether you should be using
the assessment guidelines for the level borderline above.
Step 2: Checking AF judgements
Check your AF judgements against the requirements for each level:
For level 2: ticks at level 2 for AF1, AF2 and some highlighting at level 2 for AF3
For level 3: ticks at level 3 for AF2, AF3 and one other AF out of AFs 1, 4, 5, 6, 7.
AF 1 is not assessed separately beyond level 3
For level 4: ticks at level 4 for AF2 and AF3 and at least one other AF.
For level 5: ticks at level 5 for any four AFs provided there is level 4 for AF3.
For all other levels: ticks for any four AFs at the target level.
If you have ticked IE for more than two AFs, there may be insufficient evidence to make an overall
level judgement, in which case IE should be awarded.
Now finalise the overall level judgement by deciding whether the level is low, secure or high.
Low – meets the minimum requirements for the level.
Secure – meets the minimum requirements for the level with some additional highlighting of criteria at
the level in most other AFs.
High – the criteria for the level are highlighted across all, or almost all, the AFs, with some criteria in
the
level above likely to be highlighted as well.
Your decision should take account of how fully and consistently the criteria have been met and how far
the pupil demonstrates independence and choice across a range of evidence
Step 3: Checking the overall level judgement
Finally, check the overall judgement by comparing the evidence with the relevant standard files.
31
Reading assessment guidelines: levels 1 and 2
Pupil name……………………………………………….
Class / Group…………………………………..
Date………………………………….
AF1 - use a range of
strategies, including
accurate decoding of
text, to read for
meaning
AF2 - understand,
describe, select or
retrieve information,
events or ideas from
texts
and use quotation and
reference to text
AF3 - deduce, infer or
interpret information,
events or ideas from
texts
AF4 - identify and
comment on the
structure and
organisation of texts,
including grammatical
and presentational
features at text level
AF5 - explain and
comment on writers'
use
of language, including
grammatical and
literary
features at word and
sentence level
AF6 - identify and
comment on writers'
purposes and
viewpoints,
and the overall effect
of
the text on the reader
AF7 - relate texts to
their social, cultural
and historical
traditions
Level 2
In some reading
 range of key words
read on sight
 unfamiliar words
decoded using
appropriate strategies,
eg blending sounds
 some fluency and
expression, eg taking
account of
punctuation, speech
marks
In some reading
 some specific,
straightforward
information recalled,
eg names of
characters, main
ingredients
 generally clear idea of
where to look for
information, eg about
characters, topics
In some reading
 simple, plausible
inference about
events and
information, using
evidence from text eg
how a character is
feeling, what makes a
plant grow
 comments based on
textual cues,
sometimes
misunderstood
In some reading
 some awareness of
use of features of
organisation, eg
beginning and ending
of story, types of
punctuation
In some reading
 some effective
language choices
noted, eg ‘slimy’ is a
good word there
 some familiar patterns
of language identified,
eg once upon a time;
first, next, last
In some reading
 some awareness that
writers have
viewpoints and
purposes, eg ‘it tells
you how to do
something’, ‘she
thinks it’s not fair’
 simple statements
about likes and
dislikes in reading,
sometimes with
reasons
In some reading
 general features of a
few text types
identified, eg
information books,
stories, print media
 some awareness that
books are set in
different times and
places
Level 1
In some reading,
usually
with support
 some high frequency
and familiar words
read on sight
 phonic strategies used
to decode some
unfamiliar words
 some awareness of
punctuation marks, eg
pausing at full stops
In some reading,
usually
with support
 some simple points
from familiar texts
recalled
 some pages/sections
of interest located, eg
favourite
characters/events/
information/pictures
In some reading,
usually
with support
 reasonable inference
at basic level, eg
identifying who is
speaking in a story
 comments/questions
about meaning of
parts of text, eg details
of illustrations,
opening, impact of
cover
In some reading,
usually
with support
 some awareness of
meaning of simple text
features, eg font style,
labels, titles
In some reading,
usually
with support
 comments on obvious
features of language,
eg rhymes and
refrains, significant
words and phrases
In some reading,
usually
with support
 some simple
comments about
preferences, mostly
linked to own
experience
In some reading,
usually with support
 a few basic features of
well known story and
information texts
distinguished, eg good
and bad characters,
photos and drawings
BL
IE
Overall assessment (tick one box only)
Low 1
Secure 1
High 1
Low 2
Secure 2
32
High 2
Reading assessment guidelines: levels 2 and 3
Pupil name……………………………………………….
Date………………………………….
AF2 - understand,
describe, select or
retrieve information,
events or ideas from
texts
and use quotation and
reference to text
AF3 - deduce, infer or
interpret information,
events or ideas from
texts
AF4 - identify and
comment on the
structure and
organisation of texts,
including grammatical
and presentational
features at text level
AF5 - explain and
comment on writers'
use
of language, including
grammatical and
literary
features at word and
sentence level
AF6 - identify and
comment on writers'
purposes and
viewpoints,
and the overall effect
of
the text on the reader
AF7 - relate texts to
their social, cultural
and historical
traditions
In most reading
 range of strategies used mostly
effectively to read with fluency,
understanding and expression
In most reading
 simple, most obvious points
identified though there may
also be some
misunderstanding, e.g. about
information from different
places in the text
In most reading
 straightforward inference
based on a single point of
reference in the text, e.g. ‘he
was upset because it says “he
was crying”’
In most reading
 a few basic features of
organisation at text level
identified, with little or no
linked comment, eg ‘it tells
about all the different things
you can do at the zoo’
In most reading
 a few basic features of
writer’s use of language
identified, but with little or no
comment, eg ‘there are lots of
adjectives’ or ‘he uses speech
marks to show there are lots
of people there’
In most reading
 comments identify main
purpose eg ‘the writer doesn’t
like violence
In most reading
 some simple connections
between texts identified, eg
similarities in plot, topic, or
books by same author, about
same characters
In some reading
 some effective language
choices notes, eg ‘slimy’ is a
good word there
In some reading
 some awareness that writers
have viewpoints and
purposes, eg ‘it tells you how
to do something’, ‘she thinks
it’s not fair’
Level 3
AF1 - use a range of
strategies, including
accurate decoding of
text, to read for meaning
 some comments include
quotations from or references
to text, but not always
relevant, e.g. often retelling or
paraphrasing sections of the
text rather than using it to
support comment
In some reading
 range of key words read on sight
Level 2
Class / Group…………………………………..
 unfamiliar words decoded using
appropriate strategies, eg
blending sounds
 some fluency and expression,
eg taking account of
punctuation, speech marks
In some reading
 some specific, straightforward
information recalled, eg
names of characters, main
ingredients
 generally clear idea of where
to look for information, eg
about characters, topics
 responses to text show
meaning established at a
literal level e.g. “walking
good” means “walking
carefully” or based on
personal speculation e.g. a
response based on what they
personally would be feeling
rather than feelings of
character in the text.
In some reading
 simple, plausible inference
about events and information,
using evidence from text, eg
how a character is feeling,
what makes a plant grow
In some reading
 some awareness of use of
features of organisation, eg
beginning and ending of story,
types of punctuation
 some familiar patterns of
language identified, eg once
upon a time; first, next, last
 comments based on textual
cues, sometimes
misunderstood
 express personal response
but with little awareness of
writer’s viewpoint or effect on
reader, eg ‘she was just
horrible like my nan is
sometimes’
 simple statements about likes
and dislikes in reading,
sometimes with reasons.
BL
IE
Overall assessment (tick one box only)
Low 1
Secure 1
High 1
Low 2
Secure 2
33
High 2
 recognition of some features
of the context of texts, eg
historical setting, social or
cultural background
In some reading
 general features of a few text
types identified, eg
information books, stories,
print media
 some awareness that books
are set in different times and
places
Writing: flow chart for completing assessment guidelines
Step 1: Making assessment focus judgements
For each AF, starting with AF5:
-
look at the evidence in relation to all the criteria for both the higher and lower levels
at this borderline and highlight those that have been met.
make a best-fit judgement whether the higher or lower level has been achieved and
tick the appropriate level-related box.
if there is some evidence for an AF but not enough to make a judgement at the
lower level, tick the BL (Below Level) box.
if there is no evidence for a particular AF, tick the IE (Insufficient Evidence) box.
If you ticked BL for more than one AF out of AFs 1 to 6, check whether you should be using
the
assessment guidelines for the level borderline below.
If you have ticked all, or almost all, the criteria for the higher level, check whether you should
be using the assessment guidelines for the level borderline above.
Step 2: Making an overall level judgement
Check your AF judgements against the requirements for each level:
For level 2: ticks at level 2 for three out of AF5, AF6, AF1 and AF” and either AF7 or AF8.
For all other levels: ticks at the level for any four AFs out of AFs 1 to 6.
If you have ticked IE for more than two AFs, there may be insufficient evidence to make an
overall level
judgement, in which case IE should be awarded.
Now finalise the overall level judgement by deciding whether the level is low, secure or high.
Low – meets the minimum requirements for the level.
Secure – meets the minimum requirements for the level with some additional highlighting of
criteria at
the level in most other AFs.
High: the criteria for the level are highlighted across all, or almost all, the AFs, with some
criteria in the level above likely to be highlighted as well.
Your decision should take account of how fully and consistently the criteria have been met and
how far the pupil demonstrates independence and choice across a range of evidence. Where
evidence for AF7 and AF8 is significantly better/worse than the evidence for other AFs, it is
likely to influence your judgement of low, secure or high.
Step 3: Checking the overall level judgement
Finally, check the overall judgement by comparing the evidence with the relevant standard files.
34
Writing Assessment Guidelines: Levels 1 and 2
Level 1
Level 2
Pupil name……………………………………………….
Class / Group…………………………………..
Date………………………………….
AF5 – vary
sentences for
clarity, purpose
and effect
AF6 – write with
technical
accuracy of
syntax and
punctuation in
phrases, clauses
and sentences
AF3 – organise
and present whole
texts effectively,
sequencing and
structuring
information, ideas
and events
AF4 – construct
paragraphs and
use cohesion
within and
between
paragraphs
AF1 – write
imaginative,
interesting and
thoughtful texts
AF2 – produce
texts which are
appropriate to
task, reader and
purpose
AF7 – select
appropriate and
effective
vocabulary
AF8 – use correct
spelling
Handwriting and
presentation
In some forms of writing
In some forms of writing
In some forms of writing
In some forms of writing
In some forms of writing
In some forms of writing
In some forms of writing
In some forms of writing
In some forms of writing
 Some variation in
sentence openings, eg
not always starting
with name or pronoun
 Sentence structure
mostly grammatically
correct
 Some basic
sequencing of ideas or
material, eg timerelated words or
phrases, line breaks,
headings, numbers
 Ideas in sections
grouped by content,
some linking by simple
pronouns
 Mostly relevant ideas
and content,
sometimes repetitive
or sparse
 Some basic purpose
established, eg main
features of story,
report
 Simple, often speechlike vocabulary
conveys relevant
meanings
 Usually correct spelling
of
 Some apt word
choices create interest
 Some appropriate
features of the given
form used
 Some adventurous
word choices, eg
opportune use of new
vocabulary
 Letters generally
correctly shaped but
inconsistencies in
orientation, size and
use of upper/lower
case letters
 Mainly simple
sentences with ‘and’
used to connect
clauses
 Past and present tense
generally consistent
 Sentence demarcation
with capital letters and
full stops usually
accurate
 Some accurate use of
question and
exclamation marks,
and commas in lists
 Openings and/or
closings sometimes
signalled
 Brief comments,
questions about events
or actions suggest
viewpoint
 Some attempts to
adopt appropriate style
-
High frequency
grammatical function
words
-
Common single
morpheme
content/lexical words
 Likely errors
-
Inflected endings, eg
past tense, plurals,
adverbs
-
Phonetic attempts at
vowel digraphs
 Clear letter formation,
with ascenders and
descenders
distinguished,
generally upper and
lower case letters not
mixed within words
In some writing, usually
with support
In some writing, usually
with support
In some writing, usually
with support
In some writing, usually
with support
In some writing, usually
with support
In some writing, usually
with support
In some writing, usually
with support
In some writing, usually
with support
In some writing, usually
with support
 Reliance on simple
phrases and clauses
 Mostly grammatically
accurate clauses
 Basic information and
ideas conveyed
through topic-related
word choice
 Some indication of
basic purpose,
particular form or
awareness of reader,
eg story, label,
message
 Usually correct spelling
of
 Some letters formed
clearly
 Some awareness of
use of full stops and
capital letters, eg
beginning/ end of
sentence
 Simple connections
between ideas, events,
eg repeated nouns,
pronouns
 Mostly simple words,
frequent repetition
 Some sentence-like
structures formed by
chaining clauses
together
 Some formulaic
phrases indicate
start/end of text, eg
once upon a time, one
day, the end
-
High frequency single
morpheme words
 Spaces between
words
-
Non-inflected
grammatical words
 A few ascenders/
descenders and upper
and lower case
sometimes
distinguished
 Little descriptive
language
 Events/ideas
sometimes in
appropriate order, eg
actions listed in time
sequence, items
numbered
 Likely errors
-
Word division
-
Phonetically plausible
attempts at single and
multiple morpheme
words
-
Use of letter names to
approximate syllables
and words
BL
IE
Overall Assessment (tick one box only)
Low 1
Secure 1
High 1
Low 2
Secure 2
35
High 2
Writing Assessment Guidelines: levels 2 and 3
Level 2
Level 3
Pupil name……………………………………………….
Class / Group…………………………………..
Date………………………………….
AF5 – vary
sentences for
clarity, purpose
and effect
AF6 – write with
technical
accuracy of
syntax and
punctuation in
phrases, clauses
and sentences
AF3 – organise
and present whole
texts effectively,
sequencing and
structuring
information, ideas
and events
AF4 – construct
paragraphs and
use cohesion
within and
between
paragraphs
AF1 – write
imaginative,
interesting and
thoughtful texts
AF2 – produce
texts which are
appropriate to
task, reader and
purpose
AF7 – select
appropriate and
effective
vocabulary
AF8 – use correct
spelling
Handwriting and
presentation
In most writing
In most writing
In most writing
In most writing
In most writing
In most writing
In most writing
In most writing
In most writing
 Reliance mainly on
simply structured
sentences, variation
with support, eg some
complex sentences
 Straightforward
sentences usually
demarcated accurately
with full stops, capital
letters, question and
exclamation marks
 Some attempt to
organise ideas with
related points placed
next to each other
 Some internal
structure within
sections of text, eg
one-sentence
paragraphs or ideas
loosely organised
 Some appropriate
ideas and content
included
 Purpose established at
a general level
 Simple, generally
appropriate vocabulary
used, limited in range
 Correct spelling of
 Legible style, shows accurate
and consistent letter
formation, sometimes joined
 And, but, so are the
most common
connectives,
subordination
occasionally
 Some limited variation
in use of tense and
verb forms, not always
secure
 Some limited use of
speech punctuation
 Openings and closings
usually signalled
 Some attempt to
sequence ideas or
material logically
 Comma splicing
evident, particularly in
narrative
 Within paragraphs/
sections, some links
between sentences, eg
use of pronouns or of
adverbials
 Movement between
paragraphs/ sections
sometimes abrupt or
disjointed
 Some attempt to
elaborate on basic
information or events,
eg nouns expanded by
simple adjectives
 Attempt to adopt
viewpoint, though often
not maintained or
inconsistent, eg
attitude expressed, but
with little elaboration
 Main features of
selected form
sometimes signalled to
the reader
-
Some common
grammatical function
words
-
Common content/
lexical words with
more than one
morpheme, including
compound words
 Some words selected
for effect or occasion
 Some attempts at
appropriate style, with
attention to reader
 Likely errors
-
Some inflected
endings, eg past
tense, comparatives,
adverbs
-
Some phonetically
plausible attempts at
content/ lexical words
In some forms of writing
In some forms of writing
In some forms of writing
In some forms of writing
In some forms of writing
In some forms of writing
In some forms of writing
In some forms of writing
In some forms of writing
 Some variation in
sentence openings, eg
not always starting
with name or pronoun
 Clause structure
mostly grammatically
correct
 Some basic
sequencing of ideas or
material, eg timerelated words or
phrase, line breaks,
headings, numbers
 Ideas in sections
grouped by content,
some linking by simple
pronouns
 Most relevant ideas
and content,
sometimes repetitive
or sparse
 Some basic purpose
established, eg main
features of story,
report
 Simple, often speechlike vocabulary
conveys relevant
meanings
 Usually correct spelling
of
 Letters generally correctly
shaped but inconsistencies in
orientation, size and use of
upper/ lower case letters
 Some apt word
choices create interest
 Some appropriate
features of the given
form used
 Some adventurous
word choices, eg
opportune use of new
vocabulary
 Mainly simple
sentences with ‘and’
used to connect
clauses
 Past and present tense
generally consistent
 Sentence demarcation
with capital letters and
full stops usually
accurate
 Some accurate use of
question and
exclamation marks,
and commas in lists
 Openings and/or
closings sometimes
signalled
 Brief comments,
questions about events
or actions suggest
viewpoint
 Some attempts to
adopt appropriate style
-
-
High frequency
grammatical function
words
Common single
morpheme content/
lexical words
 Likely errors
-
Inflected endings, eg
past tense, plurals,
adverbs
-
Phonetic attempts at
vowel digraphs
BL
IE
Overall Assessment (tick one box only)
Low 2
Secure 2
High 2
Low 3
Secure 3
36
High 3
 Clear letter formation, with
ascenders and descenders
distinguished, generally upper
and lower case letters not
mixed within words
APPENDIX A
KS12 Writing Moderation 2014
KS1/2 Writing Moderation 2014
School:
School:
Child:
Child:
Sch.
Table
Mod.
Sch.
Test and task level
Test and task level
Class-based evidence level
Class-based evidence level
Overall Level
Overall Level
Final moderated level
Final moderated level
Moderators’ initials:
Moderators’ initials:
Date:
KS1/2 Writing Moderation 2014
KS1/2 Writing Moderation 2014
School:
Child:
School:
Child:
Sch.
Table
Mod.
Test and task level
Class-based evidence level
Class-based evidence level
Overall Level
Overall Level
Final moderated level
Final moderated level
Moderators’ initials:
Date:
Moderators’ initials:
37
Mod.
Date:
Sch.
Test and task level
Table
Table
Date:
Mod.
APPENDIX B
National Curriculum Assessment 2014
GUIDANCE FOR NOTIFICATION OF A CHILD WORKING AT THE LEVEL OF THE KEY STAGE 1
TASKS, OR TESTS, BUT UNABLE TO ACCESS THEM
Introduction
The form Notification of a child working at the level of the tests but unable to access them is provided to
assist schools in recording details for such pupils. Schools may prefer to use their own format or one
provided by their local authority (LA).
Please note, in most cases where children are not able to access an individual task or test their teacher
will still be able to make an overall teacher assessment based on the work of that child throughout the
year. This form is for those children. For children who need to be disapplied from teacher assessment
in one or more attainment targets you should use the form Notification of disapplication from teacher
assessment at key stage 1.
Before completing the form
Please ensure that you:
• refer to Section 4.3.3 (page 16) in the 2013 Key Stage 1 Assessment and Reporting Arrangements
booklet and Access Arrangements booklet.
• discuss the arrangements with the LA moderation manager.
Guidance
Provide a brief explanation setting out the reasons why this child will not be able to access some or all of
the key stage tasks and/or tests in 2013.
As part of decision-making, head teachers should:
• discuss the child’s circumstances and needs with their parents and teachers;
• if appropriate consult with educational psychologists, medical officers or other
specialist staff;
• consult the local authority;
• write a report indicating why the child cannot be entered for some or all of the
tasks or tests, referring to any action already taken or special support already
offered. The report should identify any procedures the school has used to analyse
and monitor the child’s needs or, if this information is documented elsewhere,
indicate where it can be found. The report should also identify whether these
circumstances are likely to be long-term or short-term.
A copy of the report must be sent to:
• the chair of the governing body;
• the local authority; and
• the child’s parents.
Details of the parents’ right to appeal should be included with the report. If a headteacher
believes that a parent may have difficulty in understanding the report, they must offer
appropriate assistance.
A copy of the report should be placed on the child’s educational record.
38
APPENDIX C
Mark Scheme for Key Stage One Writing Task 2007 and 2009
Pupil’s Name
School Name
LONGER TASK:
The Amazing Pebble
SENTENCE STRUCTURE:
Vary sentences for clarity, purpose and effect
A1
 Meaningful words and phrases, some of them expressing ideas in sentence-like structures. Some parts of the writing may be abbreviated or disjointed
A2
 Mainly simple, grammatically accurate statements, usually past tense, predominantly starting with subject (The Pebble, I) and verb. Sentences may be speech-like with repetition of
pronouns and simple verbs (It had, he went). 
 Mixture of simple and compound sentences. Clauses joined by and, then, so and simple time adverbials one day, then, next establish the sequence of events (I saw a tunnel and I went
through the tunnel). Some simple modification of nouns (golden coins; big flower; green frog), verbs qualified by adverbs and adverbial phrases (very; so; next; suddenly; through the
wood.).
 Mainly compound sentences usually consisting of past tense statements. Connectives link clauses: when, but, after establish chronological sequence; because, if, where, who give some
explanation (I was walking down a pebble path when I saw the amazing pebble; It was unusual because it had a little flower on it). Generally consistent use of pronouns. Simple presenttense structures in dialogue.
 Some expansion of noun phrases adds detail (the tiniest pebble I’ve ever seen; double waxed motorbike); a variety of adverbials clarify sequence. (Meanwhile; While I was walking) and
location (Down at my feet: There in front of me). Some variation in sentence openings/position of clauses highlights meaning (Very quickly a vortex appeared; The morning came, the bird
boy and I went fishing; Orange was the colour of the other rocks).
A3
PUNCTUATION:
1
2-3
4
Write with technical accuracy of syntax and punctuation in phrases, clauses and sentences
B1
 Some awareness shown, in writing or discussion, of how full stops are used.
1
B2
 Sentences sometimes demarcated by both capital letters and full stops.
2
B3
 Sentences usually correctly demarcated.
3
B4
 Sentence demarcation mostly accurate, including full stops, capital letters, exclamation marks and question marks if required. Commas in lists mostly accurate and speech marks accurate if
used. Capitals used for proper nouns.
4
COMPOSITION AND EFFECT:
C1
Write imaginative, interesting and thoughtful texts;
Produce texts which are appropriate to task, reader and purpose;
Organise and present whole texts effectively, sequencing and structuring information, ideas and events
 Some recognisable letters or groups of letters show awareness of story topic, but the writing has to be mediated by child or teacher to be understood.
1-2
C2
 Writing is generally relevant to the topic and may form a simple series of occurrences, some of which are connected, a list of changes or a description of the pebble or change process.
3-4
C3
 A simple structured story including a change caused by a pebble (I changed into a monster; It was changing colour: The tree began to shrink really fast). Broadly chronological sequence of
events linked to the change with a conclusion, which may be abrupt. 
 Story events expanded by some detail (the pebble was purple and sparkly; I saw monkeys and they threw stuff at me) or dialogue (“Wow! Can you change me into something please?”);
vocabulary choices are apt (disappeared; glow; unusual).
5-7
C4
 Story consists of a sequence of events developing a change arising from an amazing pebble; conclusion is related to previous events (I didn’t dare tell my parents what had happened).
Time-related words or phrases structure the sequence of events, possibly supported by link breaks or paragraphing. Attempts to create interest, humour or anticipation. (There’s someone
watching their every move).
 Some evidence of narrator’s viewpoint, eg commenting on events or characters’ reactions (so I started to follow it like it was leading me somewhere; She felt like the Queen of England). 
 Characters and events conveyed through description (the blackbird caught a glimpse of silver), and/or dialogue (“It’s gone forever”) and precise vocabulary choices (strolling; quest;
magnifying glass).
8-10
TOTAL MARKS FOR THE LONGER TASK
39
18
Pupil’s Name
School Name
SHORTER TASK: What am I?
SENTENCE STRUCTURE AND PUNCTUATION: Vary sentences for clarity, purpose and effect; Write with technical accuracy of syntax and punctuation in phrases, clauses and sentences
D1

 Some awareness shown, in writing or discussion, of how full stops are used.
D2

-tense sentences; openings and verbs may be repetitive (I am). Some clauses may be joined by and (I have big claws and I have a big tail).
Some modification of nouns (sharp teeth; cold country; four small legs) and some simple adverbials develop basic information (on my tummy; sometimes; in the park; very hairy). Attempts to
adapt sentences from the poster lack control or precision (I am bigger than your hand [zebra]).

capital letters and full stops or question marks.
2-3
D3

you don’t look out you might get stung; When I am born my eyes are closed), varied word order, verbs and/or
sentence openings (I usually hunt for food; The colour of this animal is black). Generally consistent use of pronouns; may use modal verbs to express possibilities (I might scratch or bite). Noun
phrases, adverbials and verb choices sometimes add more precise information (wrinkled knees; two very sharp teeth at the front). Controlled and precise adaptations from poster stimulus (If
you look you will see I am three different colours).

arks. Capitals used for proper nouns.
4-5
-
1
COMPOSITION AND EFFECT: Write imaginative, interesting and thoughtful texts; Produce texts which are appropriate to task, reader and purpose; Organise and present whole
texts effectively, sequencing and structuring information, ideas and events

but the writing has to be mediated by child or teacher to be understood.
E1
E2

ith a long tail). Clues may be repetitive, brief or over-general and
apply to most animals (It has a face; it has two eyes). The writing may take the form of a narrative or descriptive comments about a named creature, rather than clues.
E3

to the chosen object/animal and describe one or more aspects (appearance/habits/food). Mixture of some general and some more specific
 There is some variety in phrasing and some brief descriptive details are included (I can bite really hard; I can be grey or white and black).
E4

I roll into a ball) and/or cover a range of aspects (appearance,
movement, habitat, food, temperament).

manage readers’ reaction, eg thoughtful sequencing in order to present the general before the
specific; may attempt to manage reader’s reaction, eg thoughtful sequencing in order to present the general before the specific; may attempt to mislead or tease (I’m bigger than your hand but
shorter than your legs).

for interest (I have very tough teeth for chewing my food; I swim through the water like a jet;) vocabulary choices are specific and precise (nibble; attach;
edible; extinct; ice age) or deliberately vague.
TOTAL MARKS FOR THE SHORTER TASK
1
23
45
67
12
HANDWRITING: Make this judgement based on a few lines of writing chosen to represent the child’s best performance, looking across both pieces.
F1
F2
F3



ixed within the word.
may be a controlled printed style, with letters generally neat and regular in size, ascenders and descenders usually distinguished. Alternatively, there may be evidence of the ability to
join letters although this detracts from the overall regularity of the handwriting.


 There is evidence of fluency and the ability to join letters.
1
2
3
MARKS FOR HANDWRITING
3
SPELLING MARK (Scaled down)
7
TOTAL MARKS
40
WRITING LEVEL
40
School Name
Pupil’s Name
LONGER TASK: Night-time
SENTENCE STRUCTURE: Vary sentences for clarity, purpose and effect

A1
A2
A3
-like structures (Owls come at night). Some parts of the writing may be abbreviated or disjointed

with impersonal topic-related subject (Bats, Foxes, They; The moon) and present-tense verb. Sentences may be
speech-like (they sometimes eat birds but more mice) or use repetitive structures and/or openings (At night the policemen stay awake. At night the ambulance men stay awake; They are
prickly. They eat insects. They are brown).

ns (Bats are really good night-time animals because you
can only see their eyes; People go to bed so they are not tired in the morning); possibly repetitively. Simple noun phrases (big family; rotten fruit; big eyes) and some adverbial phrases
(upside down; at night-time) contribute more information about the subject.

tences linked by a variety of connectives such as because, when, so, clarify relationships between ideas (A fox comes out at nighttly; in their strong paws) develop more precise ideas. Some
variation in word order/sentence openings highlights meaning (it is quite usual for hedgehogs to fall into water and sink).
PUNCTUATION: Write with technical accuracy of syntax and punctuation in phrases, clauses and sentences

B1
B2

B3

B4

1
2-3
4
1
2
3
urate, including full stops, capital letters, exclamation marks and question marks if required. Commas in lists mostly accurate and speech marks
accurate if used. Capitals used for proper nouns.
4
 COMPOSITION AND EFFECT: Write imaginative, interesting and thoughtful texts; Produce texts which are appropriate to task, reader and purpose; Organise and present whole texts effectively,
sequencing and structuring information, ideas and events
C1

C2

C3

C4
or teacher to be understood.
1-2
-time topic, some understandable ideas are expressed (Bats are black) but others are less comprehensive. Writing may be brief, simplistic (The police are out at
night. Firemen are out at night), and/or list a series of undeveloped facts (The house is quiet at night. Sometimes it snows and rains and frost and fog at night. Some people don’t go to
sleep at night).
3-4
ut at night to look for food. They have big eyes. They like to eat
mice); there may be a limited attempt to develop ideas (Owls come out at night to look for food. They like to eat mice; Bats can hear very well because they have big ears). Organisation of
ideas into sections may be signalled by headings or numbering.

t night time because there is less cars at night time; We have to go to bed to get rest), although this may not always be
relevant to the night-time topic (the small fox lives in a very hot country); some technical vocabulary may be used (burrow; caves; sense; hang down).
5-7
 A range of relevant information is given with ideas developed and/or explained within topical sections (A bat comes out at night and it shoots sound at its prey. When a bat shoots a sound it
810
bounces back to it. It tells the bat its prey is close); ideas generally relate directly to the night-time topic (In the night moles tunnel under the ground using their large claws). Organisational
 Evidence of a viewpoint, eg a stance is taken towards the information; writer indicates his/her opinion (A fox is very clever and it can trick other animals) or creates an authoritative voice
 Explanatory or descriptive details included (Crickets sing in the night. They move their legs to do it; Foxes creep through the night with their long bushy tail and ginger body) with some words
and phrases well-chosen for accuracy (alert; predators; prey) and precise description (spiky creatures; glowing eyes; waterproof wings).
TOTAL MARKS FOR THE LONGER TASK
41
18
Pupil’s Name
School Name
SHORTER TASK: Character description
SENTENCE STRUCTURE AND PUNCTUATION: Vary sentences for clarity, purpose and effect; Write with technical accuracy of syntax and punctuation in phrases, clauses and sentences
D1

Meaningful words and phrases, some of them expressing ideas in sentence-like structures (the behaviour of Mum was they Good). Some parts of the writing may be abbreviated or
disjointed.

Some awareness shown, in writing or discussion, of how full stops are used.
D2

Mainly simple, grammatically accurate statements, predominantly starting with third person and simple verb with either past or present tense chosen (Sometimes he is happy; Dave was
upset when he lost Dogger); but not always sustained. Some clauses joined by and with when or because used for simple explanations, possibly repetitively (He was sad when Bella was
winning all the races; Rumplestiltskin is greedy because he wanted the girl’s baby). Evidence of speech-like features (What is he like to Bella a bit jealous). Nouns sometimes modified by
adjectives and adjective strings (best teddy; Cinderella was a kind, loving, caring, sweet and nice girl) and simple adverbials add detail (in the end; at dinner time; sometimes).
 Sentences sometimes demarcated by capital letters and full stops. There may be some attempt to use commas in lists.
D3

Mostly compound sentences with clauses joined by a variety of connectives such as when, because (Katie Morag is very adventurous because she likes to explore the island). Noun phrases
(good relationship; little baby brother; pointy elf-like ears) and adverbials (on the way to pick up Bella; more upset) add precision. Some varied word order (She can be a bit naughty because
once she threw her teddy into the sea) and/or sentence openings (At dinner time; Dave becomes; His behaviour) highlight meaning.
 Full stops, capital letters and question marks mostly accurate. There may be some use of commas in lists and exclamation marks. Capitals used for proper nouns.
COMPOSITION AND EFFECT:
Write imaginative, interesting and thoughtful texts;
Produce texts which are appropriate to task, reader and purpose;
Organise and present whole texts effectively, sequencing and structuring information, ideas and events

Some
recognisable
letters,
groups
of
letters,
words or phrases indicative of character, but the writing has to be mediated by child or teacher to be understood.
E1
E2

E3

E4




Writing relates to an identifiable character; writing may be overly brief (Puss in Boots is helpful. Puss in Boots is kind to everyone) and/or repetitive (Mr Twit is a disgusting smelly man. Mr
Twit is so smelly) with simplistic and general attempts at description (Puss in Boots was kind. Puss in Boots was a cat. Puss in Boots was helpful) or focus on retelling the story.
Simple character description; may include description of appearance (He has black and white fur) and/or personality/behaviour (Princess Primrose is rude and her behaviour is very bad);
some opinions may be supported by specific references to the story (Mr Twit is a smelly and dirty old man because he does not wash) . Retelling not predominant but some long chronological
sections of text may illustrate a character trait; content is generally relevant.
Some vocabulary choices aptly describe the chosen character’s personality and/or appearance (jealous; anxiously; rude; bossy; scruffy; mouldy food).
A rounded character description with appropriate development or explanation (Florence Nightingale worked very hard. She got up at four o’clock to clean the hospital. She was very brave
when she cleaned the bandages and killed the rats).
Some evidence of viewpoint: opinion consistently developed (I think Goldilocks is a brave girl and very nosey because she walked into a complete stranger’s (to her) cottage); may include
elements of personal response (The first time I saw the story of Mr and Mrs Twit it made me feel sick).
Some elaboration and detail included for interest and to substantiate opinion (I think Princess Primrose is a spoilt girl because she always says “I want this, I want that); vocabulary choices are
thoughtful and precise (curious and adventurous; aggressive and fussy; whole entire world).
TOTAL MARKS FOR THE SHORTER TASK
1
2-3
4-5
1
2-3
4-5
6-7
12
HANDWRITING: Make this judgement based on a few lines of writing chosen to represent the child’s best performance, looking across both pieces
F1
F2
F3

Writing is legible; letters are usually correctly formed and orientated. Generally, upper and lower case letters are not mixed within the word.

Letters correctly formed and orientated.
 Writing may be a controlled printed style, with letters generally neat and regular in size, ascenders and descenders usually distinguished. Alternatively, there may be evidence of the ability to
join letters, although this detracts from the overall regularity of the handwriting.

Letters correctly formed and orientated.

Handwriting is neat and regular in size, with ascenders and descenders usually distinguished.
 There is evidence of fluency and the ability to join letters.
3
MARKS FOR HANDWRITING
3
SPELLING MARK (Scaled down)
7
TOTAL MARKS
40
WRITING LEVEL
42
1
2
APPENDIX D
END OF KEY STAGE 1 ASSESSMENT COURSES 2013/14
These courses can be booked on www.bssn.co.uk
ARRANGEMENTS FOR END OF KEY STAGE 1 ASSESSMENT 2012/13 –
Date
Time
Venue
th
28 November 2013
Y2 Moderation Training (all
schools)
9.30 – 3.30
Wickham Suite, Hill View
or
th
23 January 2014
Y2 Moderation Training (all
schools)
11th February 2014
Y1 Phonics Screening
Check Briefing (all schools
with KS1)
3rd March 2014
Cross borough Y2/3
Reading Moderation (all
schools)
7th May 2014
Y2 Moderation Training
and Pre-Meeting for
schools in moderation
sample
14th May
Cross phase writing
moderation for schools in
moderation sample
22nd May
Cross school moderation
of Reading, Writing and
Maths for schools not in
the moderation sample
22nd May
Cross school moderation
of P-Scales – Reading
Writing and Maths for all
schools
9.30 – 3.30
Wickham Suite, Hill View
4.00 – 6.00
Wickham Suite, Hill View
1.30 – 4.30
H1, Hill View
9.30 – 12.30
or
1.00 – 4.00
Or
4.00 – 6.00
9.30 – 12.30
or
1.00 – 4.00
Or
4.00 – 6.00
Wickham Suite, Hill View
Wickham Suite and H1, Hill View
9.30 – 12.30
Room H1 at Hillview
1.00 – 4.00 pm
Room H1 at Hillview
43
APPENDIX E
Key Stage 1 Moderation Appeals Procedure - Bexley LA 2014
Moderation of Key Stage 1 is a statutory requirement, once every four years, carried out on behalf of
STA (Standards and Testing Agency) to establish the accuracy of consolidated teacher assessment
judgements.
The moderator's role is to engage teachers in a professional dialogue to explore their understanding
of National Curriculum levels in relation to the attainment of children in the moderation sample.
Very occasionally a school may wish to question the outcomes of moderation. At this point they
commence the appeal procedure; steps 1- 4 take place between May 14th (Central Writing
Moderation) and 27th June (date for submission of results to LA) and if necessary step 5 would take
place between 27th June and 3rd July (date for LA to submit results to DfE).
These steps are outlined below.:-
1. The moderator, teacher and senior leaders would first aim to reach agreement through further
discussion and a review of additional evidence.
2. The Head teacher contacts the Moderation Manager (Jo Lakey) for further clarification and to
request either further support/training or appeal against the moderator's judgements.
3. The Moderation Manager would arrange for another moderator to visit the school/setting and
review the evidence. This moderator would not discuss the evidence with the first moderator,
to avoid tainting the judgement.
4. If the second moderator agrees with the school judgements the results of the school stand; if
the second moderator agrees with the original moderator, the Head teacher is informed and
those results stand.
5. If the Head teacher disagrees and is still unhappy with the outcome, the evidence would then
go to a formal appeal panel. The appeal panel would consist of representatives from
neighbouring local authorities (Bromley and Lewisham), all of whom would be very
experienced in Key Stage 1 assessment and moderation at local and/or regional level. A
representative from Bexley LA would not form part of the panel. The panel would review the
evidence and form a final judgement which would be reported to the school, to the LA
Moderation Manager of the submitting authority, and to the STA (Standards and Testing
Agency).
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